Teachers' Perspectives on Inequality of Educational Opportunities, on Low Academic Achievements, and on Remedies to Battle Them

Simple item page
dc.contributor.advisorDenessen, E.
dc.contributor.advisorFrankenhuis, W.
dc.contributor.authorZanten, M. van
dc.date.issued2018-06-27
dc.description.abstractChildren do not have equal educational opportunities. One way to improve equality of opportunities is to use interventions to improve academic achievement of children. Why and when some interventions should be implemented may depend on teachers’ perspectives on the effectiveness of interventions, fixed versus growth mindsets, attributions, and deficit versus difference beliefs. We investigated these perspectives in an online survey. Using Latent Profile Analysis, our sample of 109 teachers seemed to split into two different teacher profiles. One profile (n = 90) mainly had a fixed mindset, a relatively low attribution of low academic achievement to the quality of education, and mainly a deficit belief, whereas the other profile showed an opposite perspectives (n = 19). The second profile expected higher effectiveness of peer coaching of teachers than the first profile. Our findings suggest that teachers think children’s deficits should be reduced, and that teachers should be of high quality.en_US
dc.embargo.lift10000-01-01
dc.embargo.typePermanent embargoen_US
dc.identifier.urihttps://theses.ubn.ru.nl/handle/123456789/6578
dc.language.isoenen_US
dc.thesis.facultyFaculteit der Sociale Wetenschappenen_US
dc.thesis.specialisationResearchmaster Behavioral Scienceen_US
dc.thesis.studyprogrammeResearchmaster Behavioral Scienceen_US
dc.thesis.typeResearchmasteren_US
dc.titleTeachers' Perspectives on Inequality of Educational Opportunities, on Low Academic Achievements, and on Remedies to Battle Themen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
2018 Zanten_MCM_ van s4324668_Thesis.pdf
Size:
483.14 KB
Format:
Adobe Portable Document Format
Description:
scriptietekst
Download
Collections
Faculteit der Sociale Wetenschappen